Qass 
Book 




XL 



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191M91B 




INDIANA STATE DEPARTMENT OF PUBLIC INSTRUCTION 
HORACE ELLIS. STATE SUPERINTENDENT 



STATE OF INDIANA 



The Township 
Institute 



Jv,rU -.>.>. Issued by the 
STATE ^DEPARTMENT OF PUBLIC 
INSTRUCTION 



I917-I918 



HORACE ELLIS 
State Superintendent of Public Instruction 



FOBT WATNB PRINTING COMPANT 
CONTRACTOBS FOB STATE PRINTING AND BINDmO 

1917 






Books are yours, 

Within those silent chambers treasure lies 
Preserved from age to age; more precious far 
Than that accumulated store of gold 
And orient gems which, for a day of need, 
The sultan hides deep in ancestral tombs. 
These hoards of truth you can unlock at will. 

— W ord^worih. 



Every difficulty that is overcome by a pupil's 
own efforts tends to develop in him an ambition 
to conquer other difficulties. Few, if any, joys 
can be compared with the ecstatic joy of vic- 
tory. 

— ^'Thinking and Learning to Read," Shaeffer. 



D. of D. 
MOV 3 1917 



INTRODUCTION 



The township institute should be looked upon as a 
serious business affair. It has been authorized by law 
and the public treasury has been opened to make 
certain its existence. This is done in order that the 
teachers of our state may be made better. Such action 
is altogether necessary to insure normal progress in 
educational principles and methods. Even if aU the 
teachers of Indiana had had years of practical experience 
and were graduates of normal schools, well trained in the 
principles of their profession, stiU a plan for institute 
work, such as we now have, would be justified for the 
sake of presenting to teachers the latest and best 
thought and plans of the hour and for the sake of keeping 
them abreast of the world. Every great and influential 
organization, in whatever field of activity, whether 
commercial, military, legal, religious or what not, 
realizes the wisdom in such a course of action. 

The township institute is the most convenient center 
to discuss school organization, use of the course of 
study, classroom methods, proper relation of school and 
patrons and other important questions connected with 
the school. It affords a splendid opportunity for hav- 
ing some of the strongest teachers present model lesson 
assignments and for general discussions thereon, a 
very important part of a program in institute work. 
Its real purpose is to serve the school and the children 
in the school by developing the teacher. The duties 
of the institute should not be discharged in a per- 
functory way. Interest and enthusiasm should char- 
acterize the work. 

The writer has been present in some institutes when, 
like some class-room work, the institute became cold; 
there was an atmosphere of indifference; evidence of 
unpreparedness and indications of professional par- 
alysis. It is hoped that every institute held during the 
coming year wiU be characterized by altertness, interest 
and growth. If this is not the case much of the fault 
win lie with the chairman of the institute. What the 
institute is depends very largely upon the leader. He 
should be thoroughly prepared upon all the work; 
should lead in the general discussions and see to it 



that the institute does not wander away into speculative 
fields that are wholly irrelevant; that the institute 
begins promptly on time and closes on time. An 
incompetent leader is as much responsible for a poor 
institute as a teacher who conducts a school which seems 
to be merely one room where pupils work with uniform 
text-books and pursue one course of study instead of a 
social institution with a definite purpose, where the 
bond of union is spiritual instead of material; where 
there is community of aim and unitj^ of spirit, un- 
mistakable evidence of an ideal school. If the institute 
is to be worth while the attendance should be regular 
and puneutual; assignment of work should be defirdte 
and reports thereon brief though thorough and to the 
point. Reports on lesson assignments by reading 
should not be tolerated for it destroys interest, invites 
disorder, and fails to develop the teacher's power of 
public address, one of the important results that should 
come from the institute work. 

Three very important books have been selected by 
the Reading Circle Board. They were selected from 
a large list of books on account of their pecuhar fitness 
for the institute work. The State Department has 
prepared seven suggestive programs based upon these 
books and other important topics suited to the work. 

The subject of health in particular has been given 
consideration throughout the year's work. This has 
been done for the reason that heretofore sickness and 
epidemics have been the most serious of all obstacles 
which have checked the progress of the school. It 
seems to be a common weakness of everyone to be 
caught and captivated by an idea of vast hygienic and 
health importance but to rest therewith content and 
neglect the carrying of the idea into practice. On 
account of the practice in many instances to theorize at 
great length and fail to reduce theories to practice, 
suggestive topics designed to promote thought and 
discussion upon the subject of health have been out- 
lined for each of the seven institutes. 

The following is offered with the hope that it wiU be 
helpful to the teachers and that we shaU have a year's 
work that wiU be beneficial in a large degree to the 
schools of Indiana. 

Horace Ellis. 



THE LAW ON TOWNSHIP INSTITUTES 

Acts of 1917, Page 90. 

(H. S. 239. Approved February 28, 1917) 

Township Institutes — Attendance — Wages. 

Section 1. Be it enacted by the general assembly of 
the State of Indiana, That at least one (1) Saturday in 
each month during which the public school may be in 
progress, shall be devoted to township institutes or 
model schools for the improvement of teachers; and 
two (2) Saturdays may be appropriated at the discre- 
tion of the township trustee of any township. Such 
institute shall be presided over by a teacher or other 
person designated by the township trustee of the 
township. The township trustee shall specify in a 
written contract with each teacher, that such teacher 
shall attend the full session of each institute contem- 
plated herein, and for each day's attendance at such 
institute each teacher shaU receive the same wages as 
for one day's teaching : Provided, That no teacher shall 
receive such wages unless he or she shall attend a fuU 
session of such institute and perform the duty or 
duties assigned: Provided, further. That such Saturday 
teachers' institutes may be held in the school cities and 
school towns at the discretion of the boards of education 
and superintendent of schools of the school cities and 
school towns imder all conditions set out for above 
township teachers' institute. 



NOTE 1. LICENSE. — REVOCATION. — TOWN- 
SHIP INSTITUTE.— FAILURE TO ATTEND. 

Teachers are required to attend Township Insti- 
tutes, and for neglect thereof their license may be 
I evoked. 

Stone, Superintendent, vs. Fritts, 169 Ind. 
Page 361. 



NOTE 2. SCHOOLS.— LICENSE.— REVOCATION 
—CHARGES.— NEGLECT OF DUTY. 

Charges showing that a school teacher refused to 
attend the Township Institute, or the County In- 
stitute, and that he made no daily preparations for 
teaching, are sufficient to give the County Superin- 
tendent the right to proceed to a hearing, and, in 
case of revocation, the teacher's remedy is an appeaL 

Stone, Superintendent, vs. Fritts, 169 Ind. 
Page 361. 



TOWNSHIP INSTITUTE 



FIRST INSTITUTE 

9:00 a. m. Opening Exercises and Roll Call. 

Note. — Teachers should respond to roll call by giving 
quotations from educators of distinction. 

9:30 a. m. 

INDIANA YOUNG PEOPLE'S READING 
CIRCLE. 

1. Influence of a book, 
(give personal examples.) 

2. Proper selection of books requires: 

(a) Experience. 

(b) Knowledge of books. 

(c) Samples from which to select. 

3. Purpose of Young People's Reading Circle. 

(a) Organization. 

Note. Booklets explaining organization and 
character of books selected sent free. Send 
to the Manager, J. F. Haines, 615 Lemcke 
Building, Indianapolis, Ind. 

(b) Kind of books selected. 

(c) Distribution of books. 

1. Purchased by trustees. 

2. Purchased by teachers and pupils. 
3. 1; Methods of securing money. 
4. ^ Individual ownership by pupils. Ad- 
vantage. 

(d) Use of the books. 

1. General reading. 

2. Supplementary readers. 

3. Information. 

4. County Superintendents may require a 

paper, written on some one of the Y. 
P. R. C. books, filed with 8th grade 
diploma manuscripts. 

4. Emphasize the Value of the Reading Habit. 

7 



10:00 a. m. 

HEALTH.— GENERAL HINTS ON HOW TO 
KEEP WELL. 

1. The skin as an organ of elimination of the 
waste products of the body. 

2. Care of the skin — bathing in cold water, its 
dangers and its shortcomings; its values and 
frequency of same. Bathing in hot water, 
its advantages and disadvantages; proper 
and improper times when water hatha should 
be taken. Frictional baths — with towels; 
with Japanese mitts. Value of same. 

10:30 a. m. 

THE MEANING OF EDUCATION. 

Chapters I, II. Read pages 3-41. 

Chapter I. 

1. How do you distinguish education from 
instruction? How do you distinguish 
instruction from school life? 

2. Why is it necessary to have a standard 

of value by which to judge educational 
processes and influences? 

3. What two principles does the author 

offer as the basis for an educational 
philosophy? Explain what you under- 
stand by each of these principles. 

4. What is meant by the scientific study 

of education? In what sense is a 
science of education possible? 

5. What is the relation of education to 

philosophy? What is meant by Prag- 
matism? By New Realism? By 
Idealism? 

6. How must educational theory and 

practice differ according as human 
beings are treated as free personalities 
or as machines? 

Chapter II. 

1. What is meant by the doctrine of evolu- 
tion? What names are chiefly assoc- 
iated with it? 

8 



2. Outline John Fiske's theory of the 

meaning of infancy. What have you 
observed regarding the infancy of a 
chick? of a kitten? of a colt? of a human 
child? 

3. What part is plaji-ed by the longer period 

of human infancy in the development 
of the family? in the development of 
society? Does the human period of 
infancy tend to grow longer or shorter? 

4. What is the distinction between a 

child's animal inheritance and his 
human inheritance? 

5. Discuss fuUy the author's definition of 

education. 

6. Discuss the child's scientific inherit- 

ance. How much time and attention 
have been given to the study of science 
in yoiu" own education? 

7. Discuss the child's literary inheritance. 

How much time and attention have 
been given to the study of literature 
in your own education? 

8. Discuss the child's aesthetic inheritance. 

How much time and attention have 
been given to the study of the fine arts 
in your own education? 

9. Discuss the child's institutional inherit- 

ance. What does the author mean by 
an institution? How much time and 
attention have been given to the study 
of conduct and the relation of the 
individual to the community in your 
own education? 

10. Discuss the child's religious inheritance. 
How much time and attention have 
been given to the study of religion in 
your own education? What are your 
own religious interests, and what is 
the extent of your religious knowledge? 

General Discussion. 



11:40 a. m. 

Township Trustee should occupy this time to set 
forth his plans for the opening of school. 
12:00|m. 

Adjournment. 
1:30, p. m. 

TEACHING TO READ. 

Chapter I. Selected Exercises for Reading, and 
Points to be Emphasized.: 

No. 1, Page 6. (a) The teacher must be able 
to read correctly. 

(b) She must be able to locate the mistake 
of the pupil. 

(c) She must understand the Ai't of Question- 
ing, in order to appeal briefly to the child's 
reasoning powers and secure correct reading 
through complete understanding of the text. 

Nos. 2, 3, 5, 32. Increased emphasis results from 
arranging ideas in certain ways. 

Nos. 4, 29. Two vital questions: 

(a) About what or whom are we reading? 

(b) What does the sentence tell us about ? 

Nos. 14, 16. The importance of the parts of a 

compound word, and, sometimes, of a syllable 

of a word. 
Nos. 18-20. The fact that any part of speech may 

be emphatic. 
No. 21. The influence of emotion on emphasis. 

Chapter II. 

No. 2. The questions, "About what are we read- 
ing?" and "What does the sentence tell us about 
?" are effective aids in grouping. 

Nos. 3-5, 7-11, 15, 16. It is important to note 
whether it is a particular person or thing. 

Nos. 29, 30, 34, 38. The question. How? When? 
Where? Why? Under what conditions? and the 
Uke, are constant aids in teaching grouping. 

General Discussion. 

2:30 p. m. 
Intermission. 



10 



2:45 p. m. 

The County Superintendent should occupy this time 
to set forth his plans for the opening of school. 

3:10 p. m. 

BROWNING: HOW TO KNOW HIM. 
BROWNING, THE MAN. 
Phelps' Browning, pp. 1-33. 

1. What are the chief facts in Browning's early 

life? 

2. How did Browning's love "work a miracle"? 

3. TeU the beautiful story of the life in Italy. 

4. Explain the title of "One Word More". How 

does the poem differ from Browning's other 
poems? 

5. What is its relation to the "Sonnets from the 

Portuguese"? 

6. What similarity is there with "My Star"? 

(165-167). 

7. Why does Browning caU his wife his "moon of 

poets"? 

8. Explain the reference to Moses in stanzas 

IX-XI. 

9. What is known of Browning's London Life? 
10. Describe his personal characteristics. 

General Discussion. 

4:00 p. m. 
Adjournment. 



11 



SECOND INSTITUTE 



:00 a. m. Opening Exercise and Roll Call. 

:20 a. m. 

Reports should be made to The Institute, by each 
teacher, concerning difficulties encountered during 
the first month of school. Questions which seem 
to retard progress should be discussed freely. 

Suggestions for Discussion: 

1. Sanitation. (Building, grounds, water supply, 
etc.) 



2. 


Attendance. 


3. 


Organization. 




(a) 


Number of Cla 




(b) 


Daily Program 


10:00 a 


. m. 





HEALTH.— THE LUNGS AS AN ORGAN OF 
ELIMINATION OF THE WASTE PRODUCTS 
OF THE BODY. 

Mouth breathing — its causes and its dangers. 
Remedy for same. Deep breathing — not chest 
breathing, but abdominal breathing. Purpose of 
breathing. Is that purpose accomplished by chest 
breathing? Specifically, what changes in the body 
occur, and how, through the process of breathing? 
How does bad breathing aggravate tuberculosis 
tendencies? 

General Discussion. 

10:45 a. m. 
Intermission. 

11:00 a. m. 

THE MEANING OF EDUCATION 

What Knowledge is of Most Worth? Is there a New 

Education? 

Chapters III, IV. Read pages 45-96. 
12 



Chapter III. 

1. Show how man's view as to the worth of knowl- 

edge has altered with his view of the uni- 
verse as a whole, and with his economic 
interests. Discuss the complexity of the 
various influences. 

2. What in general are the characteristics of the 

philosophy of Hegel? of Herbert Spencer? 

3. What is meant by thought as interpreter of 

the data of sense? 

4. What is meant by self -activity? Discuss the 

distinction between activity and self- 
activity. 

5. Discuss the value of knowledge of the things 

of the spirit. 

6. What is meant by humanism? By the hum- 

anities? 

7. Discuss utUity in education and in life, and 

distinguish between the lower and the 
higher utilities. 

8. Define character. Can there be a character 

without freedom of wiU? 

Chapter IV. 

1. What are the three avenues of scientific 

approach to the study of education? How 
is each one of these influenced by the doc- 
trine of evolution? 

2. Discuss the physiological aspect of education. 

3. Discuss the psychological aspect of education. 

4. Write a brief biography of Herbart, and give 

an outline of his educational doctrines. 

5. What is meant by apperception? by the doc- 

trine of interest? 

6. Write a brief biography of Colonel Francis W. 

Parker, and give an outline of his educational 
doctrines. 

7. Discuss the sociological aspect of education. 

8. Write a brief biography of Doctor William T. 

Harris, and give an outline of his educational 
doctrines. 

9. What is meant by a liberal education? What 

are its constituents? 

13 



10. Show how the practical work of teaching can 
be improved by a scientific study of educa- 
tion. 

General Discussion. 

12:00 m. 
Adjournment. 

1 :30 p. m. 

TEACHING TO READ 

Chapter III. 

What does the presence of and teU us? 

Quote an example in which and connects words. 
Groups of words that do not make complete 
thoughts. Complete thoughts. 

Quote an example in which and serves to separate 
as well as to connect. In which and forms part 
of an expression. 

How do or and hut differ from and as connectives? 
What character of thought does if indicate? 
Fori 

What is the effect of the following double connec- 
tives: both — and; either — or; neither — nor; 
whether — or. 

How is the knowledge of the significance of con- 
nectives an aid in memorization? 

How would you question a child to lead him from 
over emphasis of connectives in No. 34. Of 
prepositions in No. 53? 

Chapter IV. 

Why does an author use modifiers? 

Quote an example in which the modifier is the more 
important. The modified word. In which 
both are important. 

How would you question a pupil to lead him from 
over emphasis of the adjectives in No. 25? 
From under emphasis of them in No. 26? 

General Discussion. 

2:30 p. m. 
Intermission. 

14 






2:45 p. m. 

BROWNING: HOW TO KNOW HIM. 
Bkowning's Theory or Poetry and Brown- 
ing, A Reporter of Life. 

Page 34-70. 

1. Why was Browning not generally popular^at 

first? 

2. What was his attitude towards criticism? 

3. What theory of poetry does he express in 

"Pauline" and "Christmas Eve"? 

4. Account for the grotesque in his poetry. 

5. How does Peter Ronsard illustrate Browning's 

idea of a true poet? 

6. What was the mistake of the young poet in 

Transcendentalism? 

7. Describe the poet in "How It Strikes a Con- 

temporary." What sort of man was the 
speaker? 

8. Was the poet a "Bohemian"? 

9. How was he the exact counterpart of Browning? 

10. Explain Browning's lack of melody. 

11. What can be said in regard to his obscurity? 

General Discussion. 

3:45 p. m. 
Miscellaneous. 

4:00 p. m. 
Adjournment. 



15 



THIRD INSTITUTE 



9:00 a. m. Opening Exercise and Roll Call. 

(It is Suggested that someone occupy this period 
in discussing appropriate opening exercises for 
a one-room rural school.) 

9:20 a. m. 

General Discussion. 

9:30 a. m. 

HEALTH.— THE KIDNEYS AS THIRD ORGAN 
OF ELIMINATION OF THE WASTE PRO- 
DUCTS OF THE BODY. 

The specific function of the kidneys. How they 
supplement the effort of the skin and the lungs. 
Effect of neglect of other organs of elimination. 
Water drinking. Beverage drinking. Use of 
hot and cold drinks. Brights Disease, diabetes, 
tuberculosis of the kidneys. What is the com- 
mon cause of these kidney troubles? Remedies. 

General Discussion. 

10:15 a. m. 
Intermission. 

10:30 a. m. 

This period should be given to a free discussion of 
difficulties encountered during the preceding 
month which tend to retard the progress of the 
school. 

It should be the aim of this discussion to arrive 
at a proper solution of the difficulties reported. 

11:00 a. m. 

THE MEANING OF EDUCATION 

Five Evidences of an Education. Training for Vocation 

and Avocation. Standards. 
Chapters V, VI, VII. Read pages 99-148. 

16 



Chapter V. 

What is meant by the qualitative ideal of eduea* 
tion? Give illustrations. 

2. What is the proper place of the mother ton^e 

in education? What has been the history 
of the use of the mother tongue as a standard 
of educational progress? 

3. What is the educational significance of good 

manners? What are the tests of good 
manners? 

4. What is meant by reflection? How does 

reflection differ from observation? from 
instinct? How may the habit of reflection 
be developed? 

5. How does the mind grow in the process of 

education? What are the evidences of 
intellectual growth? 

6. What is meant by efficiency? What is the 

psychological basis of efficiency? the moral 
basis? the social basis? 

7. Discuss fully the five characteristics of the 

educated man. 



Chapter VI. 

1. What is the difference between vocation and 

avocation? 

2. What is the place of hand and eye training in 

education for vocation? in education for 
avocation? Distinguish between manual 
training, vocational training, and industrial 
education. 

3. When may vocational or prevocational train- 

ing begin in a soundly organized educational 
system? Should it be excluded from the 
six-year elementary-school course? Why? 
What different forms of vocational training 
are there, and what are their relative merits? 

4. What are the dangers in early vocational 

preparation? 

5. What is the relation between discipline and 

self-discipline? How may one the best 
lead to the other? 

17 



6. What is the relation between vocational educa- 
tion and the economic and social problems of 
the community? 

Chapter VII. 

1. How are standards set? Compare standards 

of physical measurement with standards 
of intellectual and moral development. 
How may education aid in the fixing of 
sound standards? 

2. Discuss your own personal standards of speech; 

of conduct. How have these standards 
been obtained? How do you endeavor to 
enforce them in your own life? 

3. What are your standards of spoken English? 

Where have they been obtained? 

4. How does selfishness affect standards of 

conduct? 

5. What is the individual's duty toward self- 

improvement after formal education is 
completed? 

( 
General Discussion. 

12:00 m. 
Adjournment. 

1:30 p. m. 

TEACHING TO READ 
Chapter V. 

What general rule applies to the reading of series? 

Read Nos. 1-7, 31, 33. 
How wiU you go about it to secure this rising 

inflection? 
When may the members of a series take the falling 

inflection? Read Nos. 12, 13, 17., 27. 

Chapter VI. 

What effect is secured through the use of con- 
trasting portions? 

Which inflections are most effective in reading 
contrasting portions? Read Nos. 5-20, 38, 39. 

Of what use is the outlining of sentences? 

18 



Chapter VII. 

Wherein lies the greatest difficulty in reading 
sentences containing parenthetical portions? 

How may the degrees of separation differ? Illus- 
trate. 

What methods may be used to bring about correct 
reading of a sentence containing an inserted 
portion? Read Nos. 1-14, 46, 47, 54. 

General Discussion. 

2:30 p. m. 
Intermission. 



2:45 p. m. 

BROWNING: HOW TO KNOW HIM. 

Browning, A Lyric Poet — ^His 
Pure and Dramatic Lyrics 

71-89: Songs from "Paracelsus," "Pippa 
"A Blot in the 'Scutcheon" and "James Lee's 
Wife," "A Face." 

1. What is a pure lyne? 

2. What poems show that Browning was a genuine 

lyrical poet? Do his pure lyrics constitute 
his great contribution to literature? 

3. What are the themes of these lyrics? — Songs 

from "Paracelsus," "Pippa Passes," and 
"James Lee's Wife"? 

4. What does Mertoun say in the song in "A 

Blot in the 'Scutcheon"? 

5. What elements of beauty does Browning 

enumerate in "A Face"? 

6. How do these poems illustrate Browning's 

lyrical power ? 

Pages 88-95; Epilogue to "Fifine at the Fair," Pro- 
logue to "The Two Poets of Croisie," "Pacchi- 
arotto," "La Saisiaz," and "Joeoseria," "Never 
the Time and the Place." 

1. What is noteworthy about the meter and music 
of the Epilogue to "Fifine at the Fair"? 
What idea does the poem express? 

19 



Show how the Prologue to "The Two Poets 
of Croisic" is "one of the most beautiful 
and perfect lyrics in the English language." 

What theme is common to the Prologue to 
"Pacehiarotto" and the Prologues to "La 
Saisiaz"? 

Explain "O Comer" in the Prologue to "Jo- 
coseria." 

What is the conception of the lover in "Never 
the Time and the Place." 



96-114: "Porphyria's Lover", "Johannes 
Agricola in Meditation", "Cavalier Tunes". 

1. How did Browning classify his poems? 

2. What is a "dramatic lyric"? 

3. How were "Porphyria's Lover" and "Johannes 

Agricola" first printed? What is the sig- 
nificance of the later change? 

4. Why did the lover kill Porphyria? Explain 

the last Une of the poem. 

5. What are the grounds for saying that Johannes 

Agricola was not mad? 

6. In what sense are the "Cavalier Tunes" 

dramatic? 

Pages 114-132: "The Lost Leader", "Cristina", 
"Evelyn Hope", "Over the Sea Our Galleys Went". 

1. Is "The Lost Leader" an attack upon Words- 

worth? Explain the use of the prepositions 
in 11, 13, 14. Explain the speaker's mean- 
ing in 11, 25, 29, 32. 

2. What four of "Browning's fundamental articles 

of faith" are expressed in "Cristina"? 

3. How does "Evelyn Hope" express the same 

ideas? 

4. Explain the doctrine of the "damnation of 

contentment" as set forth in "Over The 
Sea Our Galleys Went". 

General Discussion. 

3:45 p. m. 

Miscellaneous. 



4:00 p. m. 
Adjournment. 



20 



FOURTH INSTITUTE 



9:00 a. m. Opening Exercises and RoU Call. 

Some one of the following subjects is suggested for 
the opening exercises: 

1. Comparison of General Petain or Field Marshal 

Haig with a corresponding personality of 
the American Civil War. 

2. Life history of General Pershing. 

3. History of Aviation. 

9:20 a. m. 

HEALTH.— THE INTESTINES AS A FOURTH 

ORGAN OF ELIMINATION OF THE WASTE 

PRODUCTS OF THE BODY 

Physiology of the intestines. Neglect of intestines 
causes, inevitably, the inexcusable crime of con- 
stipation — the ally of all diseases and the pro- 
lific source of most of them. The scientific objec- 
tion to piUs, castor oil, and other household remedies 
for constipation. Exercise, especially walking, 
together with proper diet, nature's remedy against 
intestinal sluggishness. 

General Discussion. 

10:00 a. m. 

EFFICIENCY IN HOME MAKING 
1. Care of the home. 

(a) Ventilation. — Imj)ortance of air, how 
to create a circulation of air in a room, 
use of full-length window screens, 
moisture in air. 

(b) Water supply. — Purity, ways of re- 
moving impurities, use as a cleansing 
agent, how to protect the supply from 
contamination. 

21 



(c) Foods. — Selection, cleanliness in stor- 

age and preparation for serving, 
nutritive value. 

(d) Cleaning. — Care of rooms, plumbing, 
care of clothing, and house furnishings, 
laundrying. 

(e) Removal of waste. — Garbage, protec- 

tion from flies, good drainage, burying 
old tin cans, etc. 



General Discussion. 

10:45 a. m. 
Intermission. 



11:00 a.m. 

THE MEANING OF EDUCATION 

Waste in Education. The Conduct of the Kinder- 
garten. Religious Instruction and Its Relation 
to Education. 

Chapters VIII, IX, X. Read pages 151-200. 

Chapter VIII. 

1. What is meant by waste in education? What 

are the causes of this waste? 

2. What elements should enter into an intelligent 

plan for a child's education? 

3. Discuss the advantages and disadvantages 

of a rigid course of study. 

4. Discuss the advantages and disadvantages of 

thoroughness. 

5. How do differences between children manifest 

themselves in school work? 

6. Discuss the possible effect on waste in educa- 

tion of the general adoption of a six-year 
elementary-school com-se; of the junior 
high school; of the junior college; of the 
combined college and professional school 
course in the large university organizations. 

Chapter IX. 

1. What is the origin of the kindergarten? What 
are its characteristics? 

22 



2. In kindergarten, work what is meant by the 

Gifts; by the Occupations? Give illustra- 
tions. 

3. How may the transition from the kindergarten 

to the elementary school best be effected? 

4. How may the kindergarten and the home best 

co-operate in the early education of the 
child? 

5. What is the place of discipline in the kinder- 

garten? of music? of story-telling? 

Chapter X. 

1. Define religion. What is the etymology of 

the word? Is there any civihzation whoUy 
without religion? 

2. What is the present relation between education 

and religious instruction in your community? 

3. What has been the influence of Protestantism 

upon religious training? What has been 
the influence of democracy? 

4. What is the policy of the Roman Catholic 

Church as to religious instruction? 

5. What is meant by calling the Bible a sectarian 

book? 

6. In what sense is the United States a Christian 

nation? What is meant by religious 
freedom? 

7. What is the function of the family in education? 

What is the function of the church in educa- 
tion? How may religious training be given 
in the family? by the church? 

8. Distinguish between instruction in morals or 

in civics and religious training. 

9. What is the place of the Bible in literature? 

What are the religious and the literary 
residts of an ignorance of the Bible? 
10. What provision is made for religious instruction 
in the school systems of other countries? 

General Discussion. 

12:00 m. 
Adjournment. 

1:30 p. m. 

23 



TEACHING TO READ 
Chapter VIII. 

State some of the uses of introductory portions, 

and give an example of each. 
How would you teach the reading of Introductory 

portions? Illustrate with Nos. 1, 17, 23. 

Chapter IX. 

Name some of the ways in which quotations may 

be bounded for a hearer. 
Why should a reader be able to look off the book? 

How can we lead pupils to do so? 

Chapter X. 

Discuss adverbs and emphasis. Name some 

effects of inversion. Illustrate. How would 

you teach No. 6? No. 7? No. 8? How would 
you teach No. 11? No. 14? 

General Discussion. 

2:30 p. m. 

Intermission. 



2:45 p. m. 

BROWNING: HOW TO KNOW HIM 

Bkowning's Love Poems and Dramatic 
Monologues. 

Pages 132-154: "Meeting at Night", "Parting at 
Morning", "The Lost Mistress", "One Way of 
Love", "The Last Ride Together". 

1. Verify the statement that "Browning loves best 

of aU in his women and men, the Brow." 

2. How are Browning's rejected lovers superior 

to Tennyson's? 

3. In what sense is "Meeting at Night" an im- 

pressionistic poem? What indicates that 
the rendezvous was at night, and not at 
dusk? 

4. Who speaks in "Parting at Morning"? 

5. How does the lover in "The Lost Mistress" 

accept his rejection? 

24 



6. What noble eoneeption of love have the hero 
in "One Way of Love" and the man in 
"The Last Ride Together"?' 

Pages 154-168: "Love Among the Ruins", "Re- 
spectability", "Confessions", "Bad Dreams", 
"Summum Bonum". 

1. In "Love Among the Ruins" Browning main- 

tains what double parallet throughout 
stanzas I-IV and V-VII? What place is 
assigned to love in this poem? 

2. What sort of lovers appear in "Respectability"? 

Explain the last two lines. 

3. What is predominant in the old sinner's mind 

in "Confessions"? 

4. How does "Bad Dreams" illustrate Browning's 

doetrine of love? 

5. Comment upon the audacity of "Summum 

Bonum". 

Pages 169-189: "My Last Duchess", "Count 
Gismond", "Soliloquy of the Spanish Cloister". 

1. What is a "Dramatic monologue"? 

2. What is interesting about the meter of "My 

Last Duchess"? How does Browning re- 
veal the Duke's character to us? What was 
the lady's "fault"? What became of her? 
What is the significance of the last two lines? 

3. How does Count Gismond represent one of 

Browning's Heroes? What white lie does 
his wife tell? 

4. How does the "Soliloquy of the Spanish 

Cloister" differ from most of the dramatic 
monologues? How do we know that 
Lawrence is not to blame? 

Pages 189-203 : ' 'How They Brought the Good News 
from Ghent to Aix", "The Bishop Orders his Tomb 
at St. Paraxed's Church", "The Laboratory". 

1. How is "Ghent to Aix" the "greatest horse- 

back poem in the world"? What answer 
is to be made to the criticism by Owen 
Wister's "Virginian"? 

2. Point out the aspects of the Italian Renaissance 

expressed in "The Bishop Orders His 

25 



Tomb". How has the bishop already 
outwitted Gandolf? Describe the tomb 
that he has planned for himself. What 
shows that his mind is wandering? 
3. Describe the lady and her rival in "The Labor- 
atory". In what respect is this a true 
study of jealousy? How may the lack 
of smoothness in the first line be justified? 

General Discussion. 

3:45 p. m. 

Miscellaneous. 

4:00 p. m. 
Adjournment. 



26 



FIFTH INSTITUTE 



9:00 a. m. Opening Exercises and Roll Call. 

Some one of the following subjects is suggested for 
the opening, exercises: 

1. General comparison between military arms and 

tactics of the American Civil War and of the 
present war. 

2. History of the Submarine. 

3. Industries after the end of the war. 



:20 a. m. 

HEALTH.— A STUDY OF RATIONS 

The well balanced ration; the school lunch; the 
workman's dinner; the teacher's meal. Value of 
fruit and green vegetables. This theme should 
be assigned to the teacher of Domestic Science. 

General Discussion. 



10.00 a. m 

EFFICIENCY IN HOME MAKING. 
2. Ideals of the home. 

(a) Simplicity — An honest expression of 

the family life, in furnishings of home, 
food, clothing and pleasures. 

(b) Harmony — among members of the 

family, acts of kindness, godliness, 
(e) Order and Cleanliness^to promote 

health, and pleasure, 
(d) Conveniences — labor-saving devices, 

arrangement of furniture and rooms, 

choice of utinsils to fit needs. 

10:45 a. m. 
Intermission. 

27 



11:00 a. m. 

THE MEANING OF EDUCATION 

Scope and Function of Secondary Education, The 
Secondary-School Program. 

Chapters XI, XII. Read pages 203-258. 

Chapter XI. 

1. What is meant by secondary education? 

How is secondary education distinguished 
from elementary education? from higher 
education? 

2. Discuss the meaning and the significance of 

adolescence? How may these best be 
taken account of in education? 

3. Why should secondary-schools studies be com- 

parative and reflective in character? Why 
should they be increasingly difficult? Why 
should they lead to increased introspection 
and power of analysis? 

4. Why is the study of a foreign language an 

appropriate and secondary-school study? 
Why is Algebra? formal Grammar? History? 

5. What are the disciplinary functions of secon- 

dary education? What are its selective 
functions? 

6. Discuss the secondary-school program that 

you have followed and illustrate its points 
of strength or weakness. 

7. When is a secondary-school course of study 

flexible? When is it elective? 

8. What part does the secondary school play in 

training for leadership? 

Chapter XII. 

1. How did it happen that secondary schools are 

older than elementary schools or than 
universities? 

2. What is the proper field of secondary instruc- 

tion? 

3. What has been the effect of college admission 

examinations upon secondary-school work? 
upon secondary-school standards? 

28 



4. Compare the practical workings of college 

admission by examination v?ith those of 
college admission by certificate or from 
accredited schools. How are secondary 
schools inspected and accredited in your 
own State? 

5. Discuss English as a secondary-school subject. 

6. Discuss Geography and History as secondary- 

school subjects. 

7. Discuss Mathematics as a secondary-school 
subject. 

8. Discuss Natural Science as a secondary- school 

subject. 

9. Discuss Latin and Greek as secondary-school 

subjects. 

10. Discuss French, German, and Spanish as 

secondary-school subjects. 

11. Discuss Drawing and Constructive Work as 

secondary-school subjects. 

12. Discuss Physical Training as a secondary- 

school subject. 

13. What special problems of organization and of 

program of study has the rural secondary 
school? 

14. Write a sketch of the origin and history of the 

Academy in the United States. 

General Discussion. 

12:00 m. 
Adjoxirnment. 

1:30 p. m 

TEACHESTG TO READ 
Chapter XI. 

Choose 10 exercises illustrating different varieties 
of questions, and be able to explain the character 
of each. 

When may a question take the falling inflection? 
Illustrate. 

Select 10 exclamations illustrating different emo- 
tional motives. 

Chapter XII. 

Describe the most common forms of sentences that 
necessitate a quick change. Illustrate each. 



How would you teach example of quick change in 
Nos. 1-19? 

Chapter XIII. 

How do exercises in gradation differ from exer- 
cises in series? 

Wherein lies the difficulty in reading examples of 
graded ideas or emotions? 

Compare No. 16 and No. 19. How do they differ 
as to gradation? 

General Discussion. 

2:30 p. m. 
Intermission. 

2:45 p. m. 

BROWNING: HOW TO KNOW HIM 

Browning's Theory of Art 
Pages 203-216: "Andrea del Sarto." 

1. What contrast is there between "Andrea del 

Sarto" and "Fra Lippo Lippi"? 

2. What philosophy of aesthetics do we get from 

"Fra Lippo Lippi"? What did Browning 
find to love in the monk? 

3. What similarity is there between Andrea's 

paintings and the atmosphere of the poem? 

4. Is Browning fair to Andrea? Why does he 

damn him? 

5. What doctrine concerning art does Browning 

express in this poem? 

BROWNING AND EARLY CHRISTIANITY 
Pages 216-231: "Karshish". 

1. Contrast Karshish and Cleon. 

2. Karshish is interested in what in Lazarus? 

How has Lazarus changed? 

3. How does Karshish deceive himself as to his 

purpose in writing? 

4. He finally brings himself to write what? 

5. What does he add by way of postcript? 

6. What do you think of Karshish? 

30 



BROWNING'S DOCTRINE OF SUCCESS 
Pages 231-244: "CMlde Roland". 

1. How is "Childe Roland" unique among Brown- 

ing's poems? 

2. Are the different objects in the poem to be 

aUegorieally explained? 

3. What splendid idea does Childe Roland express 

in stanza VII? 

4. Giles and Cuthbert represent what? 

5. What happened when Childe Roland blew 

the horn? 

6. How does this poem illustrate Browning's 

doctrine of success? 

General Discussion. 

3:45 p.m. 

Miscellaneous. 

4:00 p. m. 
Adjournment. 



31 



SIXTH INSTITUTE 



9:00 a. m. Opening Exercises and Roll Call. 

Some one of the following subjects is suggested 
for the opening exercises. 

1. Farm Tractors. 

2. Gardening. 

3. Dairying. 



9:20 a. m. 

HEALTH.— A STUDY OF CONTAGIOUS 
DISEASES 

Scarlet Fever, Whooping Coligh, Measles, Typhoid 
Diphtheria, etc. Fumigation of rooms, of clothing . 
Carriers of typhoid and other insidious dangers to 
health. The trustee should hire a physician to 
present this subject. 

General Discussion. 

10:00 a. m. 

Joint meeting of the institute and township Parent- 
Teachers' Association. 

Efforts should be made to have a full attendance 
and parents should participate in the program. 

The following topics are suggested: 

1. Brief statement of meaning and value of a 

Parent-Teachers' Association to a com- 
munity. 

2. The proper relationship of parents to teachers. 

(To be discussed by one or more patrons.) 

3. The school as a social center. 

4. Methods for securing closer co-operation 

between home and school in a community. 

(In addition to the foregoing, see Elemen- 
tary Course of Study page 17, under 
Parent-Teachers' Clubs, for valuable sug- 
gestions for the program.) 

32 



A general discussion of questions demanding greater 
co-operation between parents and teachers, such 
as health, improvement of building and grounds, 
attendance, etc., should follow. 

(Additional time should be allowed for the 
discussions of this meeting if necessary.) 

10:45 a. m. 

Intermission. 

11:00 a.m. 

THE MEANING OF EDUCATION 

The American College and the American University. 
The Place of Comenius in the History of Education. 
Status of Education at the Close of the Nineteenth 
Century. 

Chapters XIII, XIV, XV. Read pages 261-318. 

Chapter XIII. 

1. What is the origin of the American college? 

What influence did Oxford and Cambridge 
have upon it? 

2. Write a brief sketch of the history of the college 

that you know best. 

3. What is the distinction between a eoUege and 

an university properly so-called? 

4. Write a description of the organization and 

and work of a French Lycee;.of a German 
Gymnasium; of a German Real-Gymnasium; 
of a German Real-Schule. 

5. Contrast each one of these institutions with 

the American college or scientific school. 

6. Is the college population in America increasing 

or decreasing? 

7. What are the characteristics of the coUege 

course of study? 

8. What place does research occupy in a genuine 

university? 

9. When are schools of law, of medicine, of engin- 

eering, or of education of true university 
grade? 
10. What are the advantages and what are the 
dangers of specialization? 



Chapter XIV. 

1. Write a brief sketch of the life and work of 

Comenius. 

2. What place is occupied in the history of educa- 

tion by Luther? by Sturm? by Montaigne? 
by Ratke? by Loyola? by Milton? 

3. What was the Pansophia? What fulfils its 

proposed function today? 

4. Write a brief sketch of the life and educational 

doctrines of Locke; of Rousseau; of Pest- 
alozzi. 

Chapter XV. 

1. What is meant by saying that a century has 

certain characteristics of its own? 

2. What were the leading characteristics of the 

eighteenth century? of the nineteenth cen- 
tury? 

3. In what way did the growing importance of the 

individual affect educational theory and 
practice? 

4. In what way did the new spirit of poHtical 

fredom affect education? 

5. What is meant by the logical order of presen- 

tation in education? by the pyschological 
order? Why and how do they differ? 

6. Discuss the increasing importance of education 

as a government function during the nine- 
teenth century. 

General Discussion. 

12:00 m. 

Adjournment. 



1:30 p. m. 

TEACHING TO READ 

Chapter XIV. 

Name some reasons why an author or speaker 

repeats? Illustrate. 
How is the manner of reading a refrain determined? 

Illustrate. 



34 



Chapter XV. 

What is the first step in "seeing" a word picture? 

When are pictures likely to be confused? How- 
can the teacher prevent confusion? Illustrate. 

How does figurative language appeal to the 
imagination? 



Chapter XVI. 

How may timid pupils be led to read a spirited 
selection better? 

How may pupils be led to distinguish ahd interpert 
different emotions? 

General Discussion. 



2:30|p. m. 
Intermission. 



2:45 p. m. 

BROWNING: HOW TO KNOW HIM 

Browning's Poems of Paradox I. 

Pagesf 245-272: "The Glove", "Sibrandus Schaf- 
nabiirgensis", "A Grammarian's Funeral", "Up at 
a Villa" — "Down in the City". 

1. Account for Browning's love of paradox. 

2. How does Browning show that the lady in 

"The Glove" was right? Explain the last 
two lines. 

3. What conventional view is expressed in "Sib- 

randus Schafnaburgensis"? 

4. How was Browning's task difficult in "A 

Graminarian's Funeral." What indicates 
that the Grammarian voluntarily selected 
his calling? How has Browning made a 
hero out of him? 

5. For what unusual reason does the speaker in 

"Up at a Villa" prefer the city to the 
country? 

35 



BROWNING'S POEMS OF PARADOX, II. 

Pages 272-293: "The Statue and the Bust", "Ivan 
Ivanovitch", "Clive", "Muleykeh", "Which"? 

1. How is "The Statue and the Bust" frequently 

misunderstood? What is the paradox in 
the poem? Explain the figure of the worth- 
less counters. What is the point to the 
last two lines? 

2. Explain the paradoxes in "Ivan Ivanovitch", 

"Clive", and "Muleykeh". 

3. How does the Abbe decide in "Which"? Was 

he right? 

General Discussion. 

3:45 p. m. 
Miscellaneous 

4:00 p. m. 
Adjournment 



36 



SEVENTH INSTITUTE 



9:00 a. m. Opening Exercises and Roll Call. 

9:20 a. m. 

HEALTH.— A ROUND TABLE DISCUSSION 

Reports of health conditions in each school for 
the year. Reported epidemics with recommenda- 
tions to State Superintendent upon how to avoid 
similar scourges. 

10:00 a. m. 
AGRICULTURE. 

1. Seed Corn. 

(a) In what way has your work in Agri- 

culture benefited the community in 
providing a supply of good seed com? 

(b) When and how should seed corn be 

selected? See text pages 14-18. 

(c) In what way should seed corn be 

cured? See text pages 18-20. 

(d) How and when seed corn should be 

tested. See text pages 31-36. 

For additional information on the above topics, 
see the "Corn Growing Project" in the State 
Course of Study in Agriculture, biilletin number 
20. 

2. Poultry. 

(a) In what way has your teaching aided 

pupils in securing fertile eggs of 
strong vitality for hatching purposes? 
See text pages 353-356. 

(b) What have you taught your pupils 

concerning methods of hatching? 
See text pages 356-367. 

For additional information see the "Poultry 
Raising Project" in the State Course of Study in 
Agriculture, bulletin number 20. 

37 



10:45 a. m. 
Intermission. 

11:00 a.m. 

THE MEANING OF EDUCATION 

Some Fundamental Principles of American Education. 

Education in the United States. Discipline and 
the Social Aim in Education. 

Chapters XVI, XVII, XVIII. Read pages 321-378. 

Chapter XVI. 

1. What is the distinction between the field of 

government and the field of liberty in 
modern political societies? 

2. Show the advantages of treating education 

as belonging to the sphere of liberty as well 
as to the sphere of government. 

3. Discuss the distinction between a public 

institution and a tax-supported institution' 

4. In what ways may an institution be national 

without being governmental? 

5. What is the scope of tax supported education 

in the United States and what is its legal 
basis? 

6. Discuss fully the three fundamental principles 

of American education. 

7. What contribution was made to American 

education by Thomas Jefferson? by Horace 
Mann? by Henry Barnard? 



Chapter XVII. 

1. What is meant by the statement that "spon- 

taneity is the key-note of education in the 
United States"? What are the conditions 
in other countries? 

2. Write a sketch of the history and functions of 

the Bm-eau of Education at Washington. 

3. Write a sketch of the history of the relation 

of the National Government to education 
through land grants and federal appropria- 
tions. 

38 



4. What is meant by the statement that in the 

United States education is state a function? 

5. What are common schools? 

6. What is meant by illiteracy? What is the 

effect of foreign immigration upon illiteracy 
in the United States? 

7. What relation exists between education and 

crime? Statistics? 

8. What is the relation between education and 

productive industry? Statistics? 

9. Discuss the rapid growth of public secondary 

schools in the United States. To what 
forces and influences do you attribute this 
growth? 

10. Discuss the influence of the college in American 

education with particular reference to 
that coUege which you know best. 

11. Why are there so many so-caUed universities 

in the United States as compared with the 
number in other countries? 

12. What official publications on education have 

you found most valuable in your own 
studies? 



Chapter XVIII. 

1. What is the end or purpose of training or 

disciphne? 

2. Discuss the relation between one's philosophy 

of life and the form of discipline or training 
that he prefers. 

3. What is meant by the statement that the 

common school is the product of democracy? 

4. How does the problem of discipline in a 

democracy differ from the problem of 
discipline in other forms of government or 
society? 

5. What are the just limits upon the authority of 

a majority? 

6. Define and discuss individualism; collectivism; 

institutionalism. 

7. In what ways may discipline be used for the 

enriching and developing of personality? 

39 



8. Discuss the aims of efficiency in a demooraoy 

and the difficulties of securing it. 

9. Discuss the ideal state. 

General Discussion. 

12:00 m. 
Adjournment. 

1:30 p. m. 

TEACHING TO READ 

Chapter XVII. 

What is the author's view point regarding pause? 
Under what conditions does pause result? 

Chapter XVIII. 

In what does artistic expression of a long sentence 

lie? Suggest ways in which this result may be 

obtained? 
How do the outlines in "Teaching to Read" differ 

from grammatical outlines? 
Which types of sentences that we have studied 

are particularly noticeable in this chapter? 

General Discussion. 

2:30 p. m. 

Intermission. 



2:45 p. m. 

BROWNING: HOW TO KNOW HIM 

Browning's Optimism 

Pages 294-326: "Saul", "The Guardian Angel". 

1. In what poems does Browning show that he 

was a Christian? His Christianity was the 
basis of what? 

2. How was "Saul" first published, and what of 

the sequel? 

3. What is the theme of the ninth stanza? 

4. How does David reach the conception of the 

Incarnation? 

40 



5. Should the last stanza be in the poem? 

6. How does "The Guardian Angel" show that 

Browning was a Christian? 

Pages 326-357: "Caliban", "Rabbi Ben Ezra", 
"Abt Vogler". 

1. In "Caliban" explain the title, the citation 

from the Psalms, and the use of the third 
person singular. How does the poem show 
Browning's optimism? Outline Caliban's 
theology. 

2. How is "Rabbi Ben Ezra" a poem of optimism? 

What audacious thought is expressed in 
stanza VII? What unusual idea is empha- 
sized in stanzas XXIII-XXV? Explain 
the use of the figure of the Potter. What is 
the attitude of the poem toward old age? 

3. Abt Vogler realizes that his beautiful music 

is not lost — why? 

Pages 357-373: "Prospice", "Apparent Failure", 
"Rephan", Prologue and Epilogue to 
"Asolando". 

1. Why would Browning take no anaesthetic 

in the hour of death? 

2. Why does he consider the failures of the three 

suicides in the Paris Morgue as only 
"apparent"? 

3. "Rephan" shows that it is only what that 

makes this life worth while? 

4. How is old age better than youth? 

5. Compare Tennyson's "Crossing the Bar" 

with the EpUogue to "Asolando." After 
death Browning wants to be remembered 
when and how? 

General Discussion. 
3:45 p.m. 

Miscellaneous. 
4:00 p. m. 



^ 



Adjournment. 



41 



ORDER BLANK 
For Indiana Young People's Reading Circle Books 

1. NOTICE — Any of the books listed below wiU be sent 
prepaid for the price stated. 

2. Books can be sent by PARCEL POST. Orders for 
less than a set will usually be sent by parcel post, as ib is 
cheaper than express and more convenient for the purchaser. 

3. Give name of COUNTY IN WHICH BOOKS WILL 
BE USED. 

4. Please remit by Money Order, Draft, Registered Letter 
or Bank Check. 

5. The list price of these books is $20.04. Notice the great 
saving by buying direct of the Y. P. R. C. The books for 
last year, 1916-1917, will be furnished until July 1, 1918, at 
the same price as last year. ft^i'Sv,*. 



Book 

Number 


List of Young People's Reading Circle 
Books for the Year 1917-1918^^ 


Price 
Transporta- 
tionPrepaid 


1 


SECOND GRADE 


$0 73 


2 
3 


Ned and Nan in HoUand 

The Snow Man 


35 
33 


4 




35 


5 


$1.76 
THIRD GRADE 


40 


6 




35 


7 


Peter Pan 


40 


8 




40 


9 


$1.55 
FOURTH AND FIFTH GRADES 


65 


10 


Tad and His Father 


40 


11 


Oncfi TTpnn n. Timp in TndiaTia. 


60 


12 




60 


13 


Indian Days of Long Ago 


72 


14 


$2.97 
SIXTH AND SEVENTH GRADES 
Campflre Girls of Brightwood 


65 


15 
16 


Great Cities of the United States 


60 

77 


17 


Just David 


60 


18 
19 


Stories of Thrift for Young Americans . 
$3.07 
ADV.4.NCED GRADES 
Baldy of Nome 


45 
1 05 


20 




75 


21 


Day Break 


85 


22 


A Vocational Reader 


65 


23 


Story of Glass 


55 


24 


A Community Civics. . . 


55 




$4.40 
Set of twenty- four books, per set. . . 


.?13 75 



J. F. HAINES, Manager 
Indiana Young People's Reading Circle 
615 Lemcke Building, Indianapolis, 



I enclose for $ 

Cash, Money Order, Draft or Check 

for which please send me the books indicated above to the address 
given below. Tthese books will be used in. . . County 



Name 

P. O 

County Indiana 

Rural Route 

42 



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